Lifelong Learning PGCE
- Part Time

This course is available on the in-service or pre-service pathway.

In-Service Pathway

Applicants are required to be in employment as a teacher/trainer at a recognised training or educational establishment for a minimum of 250 hours for the required teaching practice.

Entry Requirements

• You should normally be in employment as a teacher or trainer at a recognised training or educational establishment for a minimum of 250 hours (at least 125 hours in any one year). Voluntary teaching/training may be acceptable in some circumstances (please check with your local centre).
• UK first degree (normally 2:2 or above) or equivalent related to your specialist area
• At least a Level 3 or equivalent related to your specialist area
• Level 2 Maths and English
• Relevant work experience in some specialist subject areas

For interested applicants without English language or maths, you will be invited to undertake an assessment to demonstrate that you are working at a suitable level.

If your first language is not English, you will need to meet the minimum requirements of an English Language qualification. The minimum for IELTS is 6.0 overall with no element lower than 5.5, or equivalent.

Applicants must:

• Provide confirmation of Disclosure and Barring Service (DBS) check
• Provide one satisfactory reference
• Complete a satisfactory interview
• Identify a work-based mentor who can support you in your subject specialism

Pre-service Pathway

This pathway is for those that are looking to start a career teaching in the Lifelong Sector and have not undertaken any professional hours of teaching at a recognised training or educational establishment.

Entry Requirements

• No prior teaching experience is needed.
• The course is particularly suitable if you have relevant qualifications and some experience in your industry and/or subject specialism.
• UK degree (normally 2:2 or above) or equivalent related to your specialist area
• Relevant work experience in some specialist subject areas
• Level 2 Maths and English

For interested applicants without English language or maths, you will be invited to undertake an assessment to demonstrate that you are working at a suitable level.

If your first language is not English, you will need to meet the minimum requirements of an English Language qualification. The minimum for IELTS is 6.0 overall with no element lower than 5.5, or equivalent.

Applicants must:

• Provide Disclosure and Barring Service (DBS) check and health clearances
• Provide two satisfactory references
• Complete a satisfactory interview

Teaching Placement

As well as studying at the College, you’ll learn the practical skills of teaching through a placement in an appropriate educational institution this can include a range of institutions including colleges, work-based learning providers and in offender and community learning settings. You’ll complete at least 250 hours on placement, including 150 hours of teaching while on placement.

Each course gives you the opportunity to concentrate on your own subject area, in addition to your subject specialism whilst embedding core subjects including English, Maths, Digital Literacies and SEND into your teaching and Learning.

The focus of this course is on practical teaching. You’ll have the opportunity to gain experience of learning and teaching alongside other professionals with support from tutors and work-based mentors. You’ll be supported to gain competence in planning, teaching and learning; and in working with students; with assessment of your progress taking place in formal classrooms and in student-centred learning situations.

Your Year 1 core modules will include:

Research Informed Teaching, Learning and Assessment

This module aims to develop your understanding of how people learn in the Lifelong Learning Sector and of the role of assessment in enabling learning and achievement. It introduces theories and principles of learning and assessment and develops your ability to apply research evidence in designing effective learning and assessment strategies and materials. It seeks to develop positive approaches to the management of group and individual behaviours and promotes an inclusive approach to teaching, learning and assessment. It introduces the role of key transferable skills and the ways in which people learn English, Maths and digital skills. The module is assessed by means of a practical micro-teaching assignment and the design of an intervention, strategy, activity or resource, underpinned by an understanding of key principles of teaching, learning and assessment.

Becoming a Subject Specialist Teacher

The module reviews your practice as a trainee teacher. It explores your teaching values, knowledge of your subject specialism, and your knowledge and understanding of how you're learning to teach. You'll have the opportunity to learn how to identify and respond to students’ needs, and how to use suitable teaching, learning and assessment strategies to develop inclusive teaching and learning environments. You'll have the chance to evaluate your teaching effectiveness and develop as a reflective practitioner as well as engage in personal and professional development planning, against the appropriate Professional Standards, to recognise and develop relevant subject specialist knowledge, behaviours and skills. This will include further development of English, Maths and digital skills for you and your students.

Your Year 2 core modules will include:

Being a Specialist Teacher

This module builds on previous generic and subject specialist development in two ways. Firstly, it contributes to your development of more advanced strategies and methods for promoting learning and, secondly, it involves a focus on specific specialist areas and the critical analysis subject specialist pedagogy. The module seeks to enhance your ability to reflect critically on, and to evaluate, teaching and learning; by recognising particular curriculum and professional challenges; and by developing your ability to respond critically to these concerns in sophisticated, innovative and creative ways. Key learning activities of the module are practical teaching experience and the engagement with other specialists through collaborative practice. The module is assessed through a Teaching Portfolio and a Conference Paper dealing with teaching and learning in the specialist subject.

Curriculum and Context

This module will develop your critical understanding of policy and issues relating to curriculum development in lifelong learning. You will investigate the impact of policy on curriculum development and draw on appropriate evidence to interrogate curriculum practice and discuss possible improvements. The module will cover the internal and external factors that drive curriculum change and consider key contemporary issues in lifelong learning that impact upon curriculum development and design. It aims to engage trainees in critical reflection on the policy and practice of education and training for lifelong learners. The module promotes an analytical and reflexive understanding of the factors that inform curriculum development and delivery in lifelong learning provision.

Your Year 2 optional modules will include:

English as an Additional Language (EAL): Curriculum and Context

This module will develop your critical understanding of EAL provision in the lifelong learning sector. You will critically analyse the policy and practice of education and training for EAL learners and the impact on curriculum practice. The module will investigate ways of working effectively with and supporting the achievement of learners with English as an additional language. You will engage critically with evidence-based research on the EAL curriculum to evaluate – and enact improvements to – professional practice.

SEND: Curriculum and Context

This module will develop your understanding of special educational provision in the lifelong learning sector and disability equality in the lifelong learning curriculum. You will critically analyse ways of working effectively with and supporting the achievement of learners with SEN/D in mainstream and specialist contexts within lifelong learning. You will examine education reform and UK policy on post-16 SEN/D provision along with the ways in which national, local and organisational policy influence the SEN/D curriculum. You will draw on appropriate evidence to critically evaluate – and enact improvements to – professional practice.

EDI and Social Justice: Curriculum and Context

This module explores the ways in which lifelong learning can address inequity and disadvantage. It introduces some key conceptual frameworks for understanding equality, diversity and inclusion (EDI) and social justice within a lifelong learning context. You will critique the socio-political ideologies that impact upon curriculum design and implementation in the lifelong learning sector. You will critically analyse the sectorial expectations around inclusion, equality and participation that guide the work of the lifelong learning practitioner and the ways in which lifelong learning can extend opportunities for students from a range of backgrounds. You will assess some of the key philosophical positions in the field of inclusive education and critically appraise your own values in relation to inclusive and socially just practice.

Assessment

Assessments vary and include lesson planning, microteaching, lesson observations, portfolios, structured reflections on practice, presentations, personal development planning, teaching log, subject specialist paper and presentation, assignments and digital presentations.

You will be required to participate in activities with the University of Huddersfield, these may include online workshops and in-person sessions.

Upon successful completion of this course, you will be able to progress into employment in the Lifelong Learning sector.

You will also be eligible to proceed, following a process of professional formation through the Society for Education and Training to gain Qualified Teacher Learning and Skills (QTLS) status. This is the full professional status for teachers in the Lifelong Learning sector. This accreditation is reviewed on a regular basis.

During the PGCE programme you will complete 60 credits at Master’s level, giving you opportunities to continue your postgraduate studies through a taught Master’s programme in the subject area of Education.